Long Term Effects of Conceptually-Based Instruction in Mathematics

这个项目将记录基于概念的教学的效果 在小学数学中的应用。 主 目的是揭示早期概念的长期影响， 理解。 教学将旨在支持学生的 通过让他们参与，努力获得计算和位置值概念 在应用和问题的情况下。 特别的一个目标 指导是帮助学生成为有能力的基础10 用数学符号作为工具的书面符号-- 记录和分享数学思想和工具， 数学 一年级学生的初始样本将包括 接受概念强化教学的实验班 和只接受常规指令的控制类。 所有 学生将被跟踪到三年级。 每年约有一半的 学生们在学习的同时也会得到特别的指导 目标概念。 所有学生将获得专门设计的 笔试每年三次，并将单独抽取一个子样本 每次笔试后立即面试。 分析将侧重于 四 问题：（1）学生思想随时间的变化 过程和性能作为一个基于概念的结果， （2）这些变化之间的差异 不同概念习得水平的学生; (3)学生之间的这些变化的差异， 更早地接受基于概念的指导，而不是 （4）概念之间的关系 收购和成功的业绩。

This project will document the effects ofconceptually-based instruction in elementary school mathematics over a three year period. A primary aim is to uncover the long term effects of early conceptual understandings. Instruction will be designed to support students' efforts to acquire numeration and place value concepts by engaging them in application and problem situations. A goal of the special instruction is to help students become competent with the base-10 written notation by using mathematical symbols as tools--tools for recording and sharing mathematical ideas and tools for thinking about mathematics. The initial sample of first graders will include experimental classes that receive the conceptually -enriched instruction and control classes that receive only conventional instruction. All students will be followed through third grade. Each year about half the students will receive the special instruction while they are studying the target concepts. All students will receive specially designed written test three times each year and a subsample will be individually interviewed immediately after each written test. Analyses will focus on four issues: (1) changes over time in students' thought processes and performance as a result of conceptually-based instruction; (2) differences in these changes between students with differing levels of conceptual acquisitions; (3) differences in these changes between students who receive conceptually-based instruction earlier rather than later; and (4) relationships between conceptual acquisitions and successful performance.